Reading With Enthusiasm!!!

Growing Independence and Fluency Lesson Design

By: Katie Chadwick

 

Rationale:

In order for beginning readers to become more independent and fluent readers, they need to develop several abilities. Students need to be able to have automatic word recognition. In order to do this, they need to be able to read, decode, crosscheck and mentally mark words to understand their spellings. Rereading sentences also helps tremendously. Decodable words that help with correspondences and crosschecking are also super helpful. One of the main fluency indicators is reading with EXPRESSION!! So, we are going to work with the book Amelia Bedelia's First Day of School by Herman Parish. We will read it through twice and work on using expression as fluency develops.

 

Materials:

-A copy of Amelia Bedelia's First Day of School

-Repeated reading checklist

-Paper to write sentence on

-Pencil

 

Procedure:

1. Begin by saying "We are going to learn how to read smoothly. What do you think I mean by 'read smoothly?' I mean reading without having to stop and guess on a word and not reading in a boring voice. So, when you come to a word you don't recognize right away, decode it, and then reread the sentence so that you can read it smoothly."

2. Rereading the sentence or the passage helps a lot with fluency and reading smoothly. The more times you read something, the faster and more accurately you can read it. Then, you can read it with expression. Let's try a sentence. I'm going to write it on this paper and we are going to read it in a boring voice: Tomorrow we are going to see the circus here in town. Okay let's read it in a boring voice: "Tomorrow. We. Are. Going. To. See. The. Circus. Here. In. Town." Okay, now let's reread it with expression. Think about it--would you be excited if you were going to see the circus tomorrow? I know I would! So let's read it like we're excited. Ready? "Tomorrow we are going to see the circus here in town!!!" Reading like this helps us become more fluent because we know what the character is feeling in the story and that helps us comprehend what is going on in the story.

3. Say: "Okay, let's read Chapter 1 of Amelia Bedelia's First Day of School. I wonder how it will go? Do you think she will make friends? I wonder if something funny will happen? Let's read it and find out!" Then read Chapter 1 and have them follow along. Read it with expression.     4. Stop and ask students what mood the character is in. Then, read it with that expression to model.

5. Next, have students reread Chapter 1 with a partner and use the repeated reading checklist. Model how to use the repeated reading checklist to the students.

6. After each partner has read Chapter 1 one time, they will each read it again. This time, encourage them to use more expression now that they have an idea of what is going on! This time fill out the repeated reading checklist and see if your reading fluency has improved!

7. Once the pairs have reread the chapter, ask a few questions to see what the students think: "Did rereading the chapter help you understand what was going on in the story better? Did reading with more expression make the story easier to understand? Do you think it would help to reread it a third time?"

8. For an assessment, the teacher will take each student individually and have them read a few paragraphs of the book. The teacher will fill out a repeated reading checklist to see how the student is doing with fluency.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References:

Allman, Amber. http://www.auburn.edu/academic/education/reading_genie/awakenings/allmanagf.htm

 

Amelia Bedelia's First Day of School by Herman Parish. HarperCollins: 2009.

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